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Objective:To explore the effects of practice teaching based on Gagne's teaching theory combined with scene teaching method on core competency of nursing students in department of respiratory and critical care medicine.Methods:A total of 42 nursing students from the Respiratory and Critical Care Medicine Department of Beijing Jishuitan Hospital were enrolled and divided into observation group (21 cases) and control group (21 cases) using a random number table. Traditional teaching method was used in the control group, while Gagne's teaching theory combined with scene teaching method was used for teaching the observation group. After teaching, theoretical knowledge and actual operation ability of nursing students were assessed. The core competency of nursing students was evaluated by core competency assessment scale. The independent learning ability of nursing students was evaluated using an assessment tool. The self-evaluation of teaching effect in the two groups was compared. The t test or chi-square test was performed in SPSS 22.0. Results:The scores of theoretical knowledge and actual operation ability in the observation group were (88.10±7.52) and (90.81±4.88), respectively. These scores were significantly higher than those in the control group [(83.62±6.58) and (72.57±8.94), t=2.06, 8.21, P<0.05]. The scores of core competency and independent learning ability were significantly higher in the observation group than in the control group [(185.53±20.19) and (129.09±16.14) vs. (170.52±20.32) and (105.86±12.23), t=2.40, 5.10, P<0.05]. The score of self-evaluation on teaching effect was significantly higher in the observation group than in the control group [28 (25, 29) vs. 21 (20, 22), Z=5.39, P<0.05]. Conclusion:Gagne's teaching theory combined with scene teaching method in practice teaching of nursing students in the department of respiratory and critical care medicine should be promoted because this combined method improves the mastery of theoretical knowledge and actual operation skills, the independent learning ability and core competency of nursing students, and the effect of nursing teaching.
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Objective:To explore the application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students.Methods:Eighty nursing practice students from 2019 to 2021 in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital Affiliated to Capital Medical University were selected as the research objects, and they were randomized into control group ( n=40) and observation group ( n=40). The control group adopted traditional teaching, and the observation group adopted 4C teaching combined with case simulation teaching. The nursing comprehensive ability and self-directed learning ability of the two groups of nursing students were compared, and the evaluation of teaching methods between the two groups was assessed. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of theoretical knowledge, ward management, prevention and control of hospital infection, basic nursing, standardized writing of nursing documents, and critical care of nursing students in the observation group were higher than those in the control group ( P<0.05); the scores and total scores of learning awareness, learning behavior, learning strategies, interpersonal relationships, and learning evaluation in the observation group were higher than those in the control group ( P<0.05). The observation group believed that their teaching method was better than the control group in terms of mobilizing learning initiative, improving basic nursing practices, promoting clinical communication skills, improving the ability to analyze and solve problems, enhancing the concept of humanistic care, helping to understand and master knowledge, and improving the overall quality ( P<0.05). Conclusion:The 4C teaching combined with case simulation teaching can improve the comprehensive nursing ability and self-directed learning ability of nursing students in department of respiratory and critical care medicine, and the nursing students have a high opinion of the teaching method.
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Objective:To explore the application of humanistic care combined with experiential teaching in the teaching of nursing students in the department of respiratory and critical care medicine.Methods:A total of 100 full-time undergraduate nursing interns in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital, Capital Medical University from July 2019 to December 2020 were selected as the research objects. The nursing students were divided into a control group and a research group according to the order of admission, with 50 students in each group. The control group adopted traditional teaching, while the research group adopted humanistic care combined with experiential teaching. After the internship, the self-assessment scale of humanistic care literacy ability was used to measure the humanistic care behavior of the practice nursing students, and the teaching effect was evaluated by the self-designed teaching effect evaluation table. SPSS 22.0 was used for t test and chi-square test. Results:The scores of humanistic care literacy ability of practice nursing students in the research group were higher than those in the control group in the five aspects of skill, communication, respect, understanding and dedication, and the difference was statistically significant ( P<0.05). The teaching effect evaluation of interns in the research group were significantly better than those in the control group in 8 aspects, including humanistic care literacy ability, nurse-patient communication ability, independent learning ability, problem analysis and solving ability, keen observation ability, emergency response ability, critical thinking ability and teamwork ability ( P<0.05). Conclusion:Humanistic care combined with experiential teaching can help practice nursing students in department of respiratory and critical care medicine improve their humanistic care literacy ability, their comprehensive clinical practice ability and the quality of clinical teaching.
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Objective:To explore the effect of mini-clinical evaluation exercise (MiniCEX) and direct observation of procedural skills (DOPS) formative evaluation in standardized residency training of respiratory and critical care medicine.Methods:The residents who participated in standardized residency training of Zhongshan Hospital, Fudan Unviersity in 2019 were collected in study group, and the residents received the training in previous were collected in control group. The graduation examination scores, the effect of progressive rotations and the satisfaction of residents and examiners were compared between the two groups.Results:The scores of medical history writing, operation and clinical abilities were higher in the study group who were received MiniCEX-DOPS formative evaluation than those in the control group ( P<0.05). The scores of MiniCEX-DOPS evaluation in the third rotation were better than those in the first rotation ( P<0.05). The residents and examiners were generally satisfied with MiniCEX-DOPS evaluation. Conclusion:MiniCEX-DOPS evaluation is effective in residents training of respiratory and critical care medicine, and it is worth popularizing.